Although social hierarchies are commonly found all throughout nature, the underlying mechanisms of their formation are still ambiguous. Hierarchies form through a wide range of interactions between subordinate and dominant individuals, and the ponerine ant Harpegnathos saltator provides the perfect model to explore such dominance behaviors. When the queen is absent or her fecundity levels drop below a certain threshold, H. saltator workers undergo a dominance tournament, in which several individuals emerge as gamergates, reproductive workers that are not queens. During this tournament, several characterizable dominance behaviors are exhibited (antennal dueling, dominance biting, and policing), which can be used to study the behavioral and social dynamics in the formation of a reproductive hierarchy. Colonies of 15, 30, 60, and 120 workers were created in duplicate, and their dominance tournaments were recorded to study how these interactions impact gamergate establishment. Rather than studying these behaviors as isolated incidents, responses to policing behaviors (timid, neutral, or aggressive) and their duration were recorded along with the frequency of dueling. Three groups were determined: dueling future gamergates (DFG), dueling future non-gamergates (DFNG) and non-dueling individuals (ND). DFNG received many more policing attacks and the duration of these interactions lasted much longer. DFG consistently exhibited the most dueling. Timid and neutral responses were more common than aggressive responses, perhaps due to energy conversation purposes. Peaks in dueling correspond to peaks in policing, highlighting the dynamic behavioral interactions necessary for the formation of a reproductive hierarchy.

There is increasing interest in understanding how active learning affects students’ mental health as science courses transition from traditional lecture to active learning. Prior research has found that active learning can both alleviate and exacerbate undergraduate mental health problems. Existing studies have only examined the relationship between active learning and anxiety. No studies have examined the relationship between active learning and undergraduate depression. To address this gap in the literature, we conducted hour-long exploratory interviews with 29 students with depression who had taken active learning science courses across six U.S. institutions. We probed what aspects of active learning practices exacerbate or alleviate depressive symptoms and how students’ depression affects their experiences in active learning. We found that aspects of active learning practices exacerbate and alleviate students’ depressive symptoms, and depression negatively impacts students’ experiences in active learning. The underlying aspects of active learning practices that impact students’ depression fall into four overarching categories: inherently social, inherently engaging, opportunities to compare selves to others, and opportunities to validate or invalidate intelligence. We hope that by better understanding the experiences of undergraduates with depression in active learning courses we can create more inclusive learning environments for these students.

Mental health conditions can impact college students’ social and academic achievements. As such, students may disclose mental illnesses on medical school applications. Yet, no study has investigated to what extent disclosure of a mental health condition impacts medical school acceptance. We designed an audit study to address this gap. We surveyed 99 potential admissions committee members from at least 43 unique M.D.-granting schools in the U.S. Participants rated a fictitious portion of a medical school application on acceptability, competence, and likeability. They were randomly assigned to a condition: an application that explained a low semester GPA due to a mental health condition, an application that explained a low semester GPA due to a physical health condition, or an application that had a low semester GPA but did not describe any health condition. Using ANOVAs, multinomial regression, and open-coding, we found that committee members do not rate applications lower when a mental health condition is revealed. When asked about their concerns regarding the application, 27.0% of participants who received an application that revealed a mental health condition mentioned it as a concern; 14.7% of participants who received an application that revealed a physical health condition mentioned it as a concern. Committee members were also asked about when revealing a mental health condition would be beneficial and when it would be detrimental. This work indicates that medical school admissions committee members do not exhibit a bias towards mental health conditions and provides recommendations on how to discuss mental illness on medical school applications.